Digital Literacy in the First Three Years of Primary School: Case Study in Slovenia

The article deals with the importance of digital literacy, as well as with the role of school and teachers in developing digital literacy among primary school children. The theory of digital literacy is entering school curriculum in many different forms, be it as an independent or a cross-curriculum subject. While the differences in student knowledge of this field are very big, there are also discrepancies between teachers’ qualifications and motivation. The study focuses on digital literacy with the example of Slovenian primary schools (first three years, children age 6 to 9). Digital literacy is a part of didactic recommendations for mandatory subject curriculum. Computer use in classes depends on individual teacher’s resourcefulness and his or her ability to use computers or the Internet, which in turn has an important influence on students’ digital skill development. Qualitative study methods were used in the survey to ensure that the participants understood the meaning of digital literacy integration in classes. Three primary schools were invited to participate in the survey and three interviews were conducted at each of the three (teachers, parents and students were interviewed). A conclusion was made that teachers and students associate differences in digital literacy with students’ knowledge, learning skills and use of information and communication technology (ICT). Parents associate the differences with the use of ICT that is connected to the socio-economic background of individual families. Teaching with the use of ICT plays an important role in boosting digital literacy in primary schools, although this depends largely on teachers’ motivation and further education. The conclusions of this study show that education policymakers will have to consider giving a different role to digital literacy within school curriculum.